Coaching can be rewarding and difficult. You might encounter multiple roadblocks to your coaching programs. It will be helpful to know some strategies to analyze a problem.
In this activity, you will:
Learn how one coach used problem analysis to find a solution to a common coaching roadblock, “lack of time.”
Identify and analyze your own coaching roadblock.
Post a summary of your analysis to the Discussion Board, asking your colleagues for ideas or possible solutions.
handout to analyze your coaching roadblock with your group.
Part C: Use the Discussion Board
Post a summary of your roadblock analysis to the Discussion Board. Include a request for ideas to solve the roadblock.
Read and respond to at least two posts in the Coaching Roadblocks discussion. Choose a roadblock thread and offer some thoughtful information, approach, experience, or response to a peer’s post.
Learn as much as possible about the Discussion Board.
Part D: Identify Possible Solutions
In your groups, identify possible solutions to your roadblock.
If you have enough information, identify a solution.
In this activity, you will:
Learn how one coach used problem analysis to find a solution to a common coaching roadblock, “lack of time.”
Identify and analyze your own coaching roadblock.
Post a summary of your analysis to the Discussion Board, asking your colleagues for ideas or possible solutions.
Reflect on Roles and Trust—Build Trust
Introduction
We understand that communication skills are important to building relationships, but you may have wondered why we have spent so much time talking about them in the Peer Coaching Program. Let's take a moment to discuss why.
Part A: Coaching and Trust
Characteristics of successful coaching include respect, cooperation, personal regard and trust. A dictionary might define trust as “reliance on the integrity, strength, ability, or truth of someone.” Previous coaches reported that they were able to do more collaboration activities as the year progressed. They felt this was due to an increased level of trust between the coach and collaborating teacher.
Why is trust critical to coaches?
What can coaches do to engender trust?
Part B: Behaviors That Build Trust in the Workplace
Acts consistently and responsibly
Listens attentively to others' ideas
Uses communication skills to promote open discussion
Keeps promises and commitments
Is open minded
Advocates for others
Communicates accurately, openly and honestly
Treats others with respect
Displays compassion for others
Shows confidence in others' abilities
Respects others' time
Maintains a strong focus on teaching and learning
Strives to be knowledgeable
Is committed to personal success for self and others
Listens to and values what others say
Actively encourages others
Part C: Think-Pair-Share
Spend a few minutes considering how the Trust Model and the Behaviors That Build Trust can help to answer these questions:
Why is trust critical to coaches?
What can coaches do to engender trust?
Turn to a partner and share your ideas.
Return to the larger group and share the suggestions you and your partner generated.
Part D: Building Trust: A Scenario
Review the following scenario and think about the ways this coach is trying to build trust with her collaborating teacher. Keeping in mind the list above, which behaviors that build trust does the coach demonstrate? Scenario:
Ms. Kim works with a fourth grade team at her school. She always leaves her door open to encourage her colleagues to feel free to come in, and if she is busy she acknowledges their presence and arranges to meet them as soon as possible. She sends the team regular emails with Internet resources she feels they may be able to use and then encourages them to have candid conversations about what kinds of skills and support they may need to use these resources in their classrooms. She visits their classrooms often to model lessons, co-teach or just observe. The teachers feel comfortable with Ms. Kim because they know she has knowledge to share and will not be judgmental about their abilities.
Part E: Think About
Think about and jot down two or three ways you have built trust in your coaching as you have:
Session 5 - Wednesday 8th December
Roadblocks
http://www.treknature.com/gallery/Africa/Botswana/photo4429.htm
Coaching can be rewarding and difficult. You might encounter multiple roadblocks to your coaching programs. It will be helpful to know some strategies to analyze a problem.
In this activity, you will:
Part A: Review the Sample Coaching Roadblock
Part B: Analyze Your Own Coaching Roadblock
Part C: Use the Discussion Board
Part D: Identify Possible Solutions
- In your groups, identify possible solutions to your roadblock.
- If you have enough information, identify a solution.
In this activity, you will:Reflect on Roles and Trust—Build Trust
Introduction
We understand that communication skills are important to building relationships, but you may have wondered why we have spent so much time talking about them in the Peer Coaching Program. Let's take a moment to discuss why.Part A: Coaching and Trust
Characteristics of successful coaching include respect, cooperation, personal regard and trust. A dictionary might define trust as “reliance on the integrity, strength, ability, or truth of someone.” Previous coaches reported that they were able to do more collaboration activities as the year progressed. They felt this was due to an increased level of trust between the coach and collaborating teacher.Part B: Behaviors That Build Trust in the Workplace
Part C: Think-Pair-Share
Part D: Building Trust: A Scenario
Review the following scenario and think about the ways this coach is trying to build trust with her collaborating teacher. Keeping in mind the list above, which behaviors that build trust does the coach demonstrate?Scenario:
Ms. Kim works with a fourth grade team at her school. She always leaves her door open to encourage her colleagues to feel free to come in, and if she is busy she acknowledges their presence and arranges to meet them as soon as possible. She sends the team regular emails with Internet resources she feels they may be able to use and then encourages them to have candid conversations about what kinds of skills and support they may need to use these resources in their classrooms. She visits their classrooms often to model lessons, co-teach or just observe. The teachers feel comfortable with Ms. Kim because they know she has knowledge to share and will not be judgmental about their abilities.
Part E: Think About
Think about and jot down two or three ways you have built trust in your coaching as you have:Part F: Reflection
Using thePart G: Debrief